Elementary Education 0809 APR Page 1 of 11
Elementary Education – Initial Preparation
Annual Program Report
Academic Year 2008-09
October 15, 2009
1. Continuous Assessment Results
a. Admission Data
Table 1 provides the average admission test scores and average admission GPAs of Elementary
Education candidates approved by the Professional Education Council (PEC) for admission into
initial teacher preparation programs during the 2008-09 academic year. Before the Office of
Teacher Services submits their names for review and approval by the PEC, candidates must meet
minimum requirements established by the state and/or the WKU Professional Education Unit.
Table 1 Approved Candidate Test Score Averages by Program
Major Code
ACT
N Mean
23
131202-Elementary Education 134
PPSTMath
PPSTRead PPSTWrite
N
13
N
14
Mean
176
Mean
176
N
15
Mean
174
Admission
GPA
N Mean N Mean
5 1096 184
3.27
SAT
b. Course Based Assessment Data
Table 2 provides the percentage of candidates scoring at each level of proficiency on critical
performances (CP) within Elementary Education courses for the 2008-09 academic year.
Proficiency levels are based on a scale of 1 – Standard Not Met, 2 – Standard Partially Met, 3 –
At Standard, and 4 – Above Standard.
Table 2 CP Proficiency Level Percentages
COURSE
ELED-345
ELED-355
ELED-365
ELED-405
ELED-406
ELED-407
ELED-465
1
0%
0%
0%
0%
0%
0%
0%
2
4%
1%
2%
3%
3%
2%
7%
3
82%
58%
71%
63%
82%
40%
86%
4
14%
40%
26%
33%
14%
59%
7%
Table 3 indicates the level of Elementary Education candidate proficiency across critical
performances related to the Kentucky Teacher Standards. Candidates receiving an overall rating
of 3 or 4 on a CP are considered to have demonstrated proficiency on the standards associated
with the CP. Compared to the unit-wide results, Elementary Education candidates are typically
performing as well or better than average.
Elementary Education 0809 APR Page 2 of 11
Table 3 Percent of Elementary Education Candidates Scoring Proficient on CPs
by Kentucky Teacher Standards
Kentucky Teacher Standards
Program
1
2
3
4
5
6
7
8
9
Elementary Ed.
95% 95% 95%
95%
95%
94%
96%
95%
95%
Unit-Wide
94% 95% 95%
94%
95%
93%
96%
96%
95%
10
99%
97%
Table 4 indicates the number of Elementary Education candidates who have scored 2 or lower
(below proficiency) on 3 or more critical performances during the 2007-08 academic year.
Table 4 Elementary Education Candidates (N = 25) Scoring
Below Proficient on 3 or More CPs during 2008-09
WKU ID
800051921
800219307
800219855
800298722
800307984
800317126
800323888
800324772
800344698
800351012
800355369
800357724
800362671
800366703
800371902
800439388
800491693
800234143
800292438
800320323
800510525
800328315
800348335
800214873
800413250
1
1
1
1
1
1
3
1
1
2
2
2
3
3
2
3
3
3
3
3
3
2
2
2
3
3
4
3
4
4
5
5
6
6
Grand Total
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
4
4
4
4
5
5
6
6
c. Clinical Experiences Data
The Elementary Education program has identified the following courses and experiences to
evaluate candidate dispositions: EDU 250, ELED 365, and EDU 490. The program has
identified the following courses and experiences where candidates report the diversity of their
field experiences: EDU 250, ELED 345, LTCY 420, Block I, and Block II. LTCY 420 has been
designated as the experience where candidates must work in settings at or above the average
11% diversity of the schools in the 31 counties that represent our service area.
Elementary Education 0809 APR Page 3 of 11
Table 5 reports how 2007-08 Elementary Education program candidates performed on
dispositions as they entered and progressed through their program and during their student
teaching experience. Students are considered “proficient” who average at 3 or higher on each
disposition category.
Table 5 Elementary Education Proficiency Rates on Unit-Wide Dispositions
WKU Professional Education Dispositions
Period
Values
Values Personal Values
Values
Values
Learning
Integrity
Diversity Collaboration Professionalism
Prior to Student Teaching
94%
99%
99%
99%
98%
During Student Teaching
98%
99%
100%
99%
97%
Over the 2008-09 academic year, 461 candidates reported demographic information on 1191
field placements with an average of 19% diversity (based on National Center for Education
Statistics). This diversity percentage continues to be well above the average 11% diversity of the
schools in the 31 counties that represent our service area. Table 6 reveals the percentages of
field experiences with various characteristics. Note that candidates could choose all the
characteristics that applied for any given experience. Table 7 represents the reported
characteristics of the schools in which students were placed.
Table 6 Candidates Self-Reported Interaction With At Least One P-12 Student With Below
Characteristics
% Candidates working with Students with Physical Impairments
% Candidates working with Students with Learning Disabilities
% Candidates working with Students with Moderate/Severe Disabilities
% Candidates working with Students with Emotional/Behavioral Disorders
% Candidates working with Gifted Students
% Candidates working with English Language Learners
% Candidates working with Students with Visual Impairments
% Candidates working with Students with Hearing Impairments
% Candidates working with Students with Speech/Language Delays
% Candidates working with Students with Development Delays
% Candidates working with Students with Autism Spectrum Disorder
% Candidates working with Students with Other Impairments
% Candidates working with Students Reading Below Grade Level
% Candidates working with African American Students
% Candidates working with Native American/American Indian Students
% Candidates working with Latino/Hispanic Students
% Candidates working with Asian Students
% Candidates working with Students with Special Needs (Aggregate)
% Candidates working with Diverse Students (Aggregate)
14%
62%
14%
46%
50%
44%
8%
6%
36%
23%
16%
6%
1%
88%
9%
64%
42%
91%
94%
Elementary Education 0809 APR Page 4 of 11
Table 7 School Percentages of Student Characteristics Reported by National Council of
Education Statistics and Kentucky Department of Education
Average % of Native American P-12 Students
Average % of Asian American P-12 Students
Average % of African American P-12 Students
Average % of Hispanic P-12 Students
Average % of P-12 Students Receiving Free Lunch
Average % of P-12 Students Receiving Reduced Lunch
Average % of Diverse P-12 Students (Aggregate)
Average % of Low SES P-12 Students (Aggregate)
Average % of English Language Learners
Average % of P-12 Students with Disabilities
0%
3%
12%
5%
41%
8%
19%
49%
0%
19%
Overall, in 91% of their field experiences Elementary Education candidates reported working
with at least one student with special needs and in 94% of their field experiences candidates
reported working with at least one student from a diverse ethnic group.
d. Culminating Assessment Data
As Component 4 of the WKU Professional Education Unit Continuous Assessment Plan (CAP)
strategy, all initial preparation candidates complete a culminating assessment of professional and
pedagogical knowledge and skills, the Teacher Work Sample (TWS). This assessment is also
used to demonstrate candidates’ ability impact P-12 student learning. In particular, candidate
performance on Assessment Planning and Analysis of Student Learning have been identified as
key indicators of candidates’ ability related to student learning.
Although in spring 2008 the Professional Education Council agreed that candidates who score a
holistic score of at least “2 – Developing” are able to exit the program, for program evaluation
purposes our goal is that at least 80% of program candidates will achieve “3 – Proficient” or
higher. Table 8 represents three-year proficiency rates for Elementary Education candidates.
Table 8 Initial Preparation TWS Proficiency Rates
Program Type
2008-09 Rate
2007-08 Rate
2006-07 Rate†
Elementary Ed.
92%
89%
79%
Unit-Wide
93%
86%
71%
†Results are based on “independent scorers”; this and future reports will only include faculty scores.
Because faculty also score TWS at the indicator level, we are able to use their scores to ascertain
candidate success in meeting each component of the TWS. For program evaluation purposes,
candidates are considered successful who average at least 2.5 on a three point scale (1 – Not Met,
2 – Partially Met, and 3 – Met) on indicators aligned to a standard. Chart 1 depicts the
percentage of Elementary Education candidates who averaged at least 2.5 on the indicators for
each TWS Factor: CF – Contextual Factors, LG – Learning Goals, AP – Assessment Plan, DFI –
Design for Instruction, IDM – Instructional Decision Making, ASL – Analysis of Student
Learning, and RSE – Reflection and Self-Evaluation.
Elementary Education 0809 APR Page 5 of 11
Chart 1
Below are these scores as they relate to Kentucky Teacher Standards (Chart 2 and Table 8).
Chart 2 Percentage of Elementary Education Candidates “Passing” Each Teacher Standard
Table 9 Percentage of Elementary Education Candidates “Passing” Each Teacher Standard
ELED
Unit-Wide
KTS1
93%
94%
KTS2
95%
93%
KTS4
84%
85%
KTS5
76%
77%
KTS6
90%
87%
KTS7
72%
76%
KTS9
76%
76%
Additionally, all candidates are assessed during their student teaching experience using the
Student Teaching Evaluation form. Table 10 reports the percentages of 2008-09 Elementary
Education student teachers successful on each standard. For program evaluation purposes,
Elementary Education 0809 APR Page 6 of 11
candidates are considered successful who average at least 2.5 on a three point scale (1 – Not Met,
2 – Partially Met, and 3 – Met) on indicators aligned to a standard.
Table 10 Elementary Education Proficiency Rates by Kentucky Teacher Standards
Kentucky Teacher Standards
Program
10
1
2
3
4
5
6
7
8
9
Elementary Ed.
97% 96% 96%
91%
94%
94%
90%
95%
96%
92%
Unit-Wide
96% 93% 95%
88%
88%
85%
88%
92%
93%
87%
e. Exit and Follow Up Data
Table 11 delineates the Educational Testing Services reports of the pass rates on the Elementary
Education Praxis II content exams of candidates (N=184) who completed the program in the
2007-08 academic year (the most recent year with complete data). The last column allows for
pass rate comparison of our candidates to our 2006-07 results.
Table 11 Pass Rates on Content Tests for Initial Teacher Preparation
Program/Type of Assessment
Overall Academic Content Area Exam Statistics:
Elementary Education
ELEMENTARY ED CONTENT KNOWLEDGE
Code
Number
014
Candidate N
(2007-08)
381
WKU Pass Rate
(2007-2008)
96%
WKU Pass Rate
(2006-07)
92%
184
94%
96%
Below are the results of the electronic WKU Teacher Survey sent to Elementary Education
student teachers and alumni, of which 224 responded. Survey items requested the respondent’s
perception of WKU preparation on each of the Kentucky Teacher Standards using a scale of 1
“Poor” 2 “Fair” 3 “Good” and 4 “Excellent.” Standards with average scores of 3 or better across
items were considered to demonstrate acceptable program quality. Table 12 reports combined
Elementary Education student teacher and alumni results.
Table 12 Average Scores on Teacher Standards Questions for Elementary Education Candidates
Kentucky Teacher Standards
Program
10
1
2
3
4
5
6
7
8
9
Elementary Ed.
Unit-Wide
3.5
3.5
3.7
3.4
3.3
3.4
3.4
3.3
3.4
3.2
3.3
3.3
3.5
3.2
3.1
3.3
3.2
3.0
3.3
3.0
Respondents were also able to provide explanation if they answered “poor” for any item. Table
13 presents Elementary Education respondent comments.
Table 13 Elementary Education Respondent Comments
A couple thoughts I have had through out my experience at Western. Writing KTIP lessons would be so much easier if the same format was
required through out the entire program. Let student teachers and Block students write evaluations on their placement teachers. During my
block 2 experience my teacher had me make copies and do bulletin boards. I worked with the students twice. Other students should not be
placed with the teacher I had. I also feel this way for the internship program as well. Not all teachers out there should serve as a mentor. New
teachers need GREAT mentors. Overall I am pleased with my experiences at Western. I have developed many meaningful relationships with a
few professors and have learned a lot.
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As far as analyzing data, I feel that in Block 2 we did not sufficiently learn how to do this the correct way. In that particular Block 2 we were not
required to do the analysis of student learning in our Teacher Work Sample. Because of that, I feel that we were not given the adequate
instruction to analyze data in an educational setting.
Before student teaching, there was not a lot of opportunities to create differentiated lessons. When student teaching began it was a challenge
to differentiate lessons for various developmental levels. There was not a lot of experience with actually making lessons for students who are
at, above, or below grade level.
creating a positive learning, managing time, and using space and materials effectively can only be improved by being in the classroom. My
advice for improving this would be to allow block students MORE time in the classroom.
During Block 2, we should have been integrated into some sort of social activities that the school provided so that we may have developed our
network of professional colleagues and friends. Also to help us to get to know the school systems better. Any type of after school activity or
homework help that we could've been integrated into to provide one on one help with.
During our Block classes we never talked about a professional growth plan, or how to write one.
Everything taught in the block classes was very thoroughly covered. However, when student teaching was upon us, instruction obviously took a
back seat. Therefore, learning how to identify students for collaboration and leadership opportunities was more of a self-taught concept.
How to communicate with parents and colleaques, work in a competetive, professional setting, and classroom management are the areas that I
feel the least prepared for and have caused the biggest problem this year. After passing KTIP I still do not feel I have a good grasp on this.
I also feel like another classroom strategies class would be very beneficial. The only true "strategies" class for classroom management that I
got was from Pre Block. I think a course that goes over how to deal with parents, hold parent conferences, be organized with grades and
papers, teaching ideas and strategies, tips on various situations would be VERY beneficial for education students. Just a thought.
I am prepared to work with the lower level students - several classes helped to prepare me for that. But I have found that planning for the
higher level learners has been more difficult and something that I have struggled with this year.
I answered fair in the technology section because I felt very unprepared to incorporate technology into lessons. Smart Boards and Active
Boards are everywhere and I had no clue what I was doing. I wish we could have incorporated the use of technology and how to assess
students using technology (ThinkLink, Dibles, etc.) in the classroom.
I believe that our Spring 2008 semester was the cause for this and many of the "fair" responses. We were not prepared for the TWS at all
during Block II. Also, I think it would be beneficial to incorporate filling out the REAP application into our EDU 489 course because many of us
were unaware of this process.
I believe the only experience that would have prepared me more for students teaching would be teaching more lessons in the actual classroom.
I did not answer poor to any of the questions, however, I would like to say that I have had a great experience with my education at WKU. I do
think that the only thing I did not receive much training on would be how to TEACH writing. I feel that I needed more training on this.
I did not feel that leadership ideas, concepts, or even that leadership was identified. My two supervising teachers had trouble telling me what
leadership was.
I didn't mark any question as poor but for my own benefit I would like to see more classes offered regarding assessments. I feel ok about them,
but the more knowledge I can gain, the more comfortable I would feel.
I feel as if WKU should have offered more classes on working with special education children. There are so many out there in classrooms and I
feel as if we were unprepared on how to handle situations. Whether it be a child with autism to a child with EBD, WKU needs to offer more
classes on exceptional/special education.
I feel like WKU did an excellent job preparing me to be a teacher, however there are just a couple areas that I didn't feel prepared in when I got
"in" to teaching.
I feel more field experience prior to student teaching would benefit the items I marked poor. Other than that, I feel I was adequately prepared.
I feel that I did not have any experience with leadership activities within a school in my education courses here at WKU. I think that it would
have helped to had that experience before student teaching. I was very unsure as to what to plan for leadership activities when I entered
student teaching. I also feel that I did not have any experience with developing a professional growth plan. That was the only other thing that I
think would have been a great thing to have had experience with before entering student teaching.
I feel that more time should be spent with students.
I think a lot of the standards have to do with natural abilities. I feel that having more time in the classroom before student teaching would help to
showcase natural teaching abilities.
I think that one area that WKU could improve on is helping education majors with differentiation of instruction for all students. I feel that this is
an area that was discussed and expected but how to do it wasn't truly taught. I feel that the diversity class focuses more on the different
cultures and SES classes and not on how to teach students from different backgrounds and different academic levels.
Elementary Education 0809 APR Page 8 of 11
I think that the classes that we were required to take did not prepare us enough to manage the time in the classroom. Overall, the experiemce
was good, but it sometimes lacked.
I was never even shown how to create a professional growth plan. Maybe they should tell college students about that.
I was not prepared for how to do an accurate PGP, and show evidence. I feel as if more instruction had been given to this area then I would
have more motivation, and options on how to grow as a teacher.
I was not taught how to design a professional growth plan. I didn't know anything about that when I had to do it in student teaching. I hadn't
even heard of it. Als, I hadn't learned about providing leadership.
I would have liked more courses that foucus on dealing with parents and/or difficult situations with students.
Leadership was touched on during the courses, however, true leadership activities were not model or made part of the earlier requirements
before Student Teaching so that we could practice and learn what activities qualify for this task.
More instruction and classroom management, communication with parents and students, and balancing the many pressures of pleasing
colleagues, principals and family would also be nice.
My only struggle throughout Block and Student Teaching classes was that going from one semester to the next, I found that instruction was
somewhat inconsistent. (As far as how to write lesson plans, learning goals, objectives, etc.)
Now that I feel that the education department at WKU does an excellent job of preparing their students to complete the required paperwork and
design lesson plans. However, that is only a tiny part of what we do when we get into the classroom. Being a successful teacher is not filling
out paperwork and writing plans; it is implementing those plans and using them to help the students learn. I do not feel that I was prepared at
all to run a classroom. As a student at WKU, there is no real opportunity for you to establish expectations and see them followed through.
Having more time in front of a class would have been extremely beneficial. While teaching individual lessons in a controlled environment is
helpful in the beginning, it is not real life. Learning to manage a classroom for an entire day or week without the help of the classroom teacher
would have been more helpful during my preservice years. I believe that during our student teaching semester, we should stay in one room,
and should manage the entire class all day all semester long. Creating and implementing a single lesson plan is the easy part of teaching, but
that is not what teachers do. Classroom management and establishing expectations is the hard part, and that is what we should have been
working on when we had a regular classroom teacher there to help and critique our methods. Now that I have a classroom, there is no one
there to see what I do on a daily basis and give me pionters to improve, it is simply a trial and error. This is not the most effective way to run a
classroom.
One of the things that I felt least prepared for was assessment. In several of our practicum situations we only hypothetically assess the
students, and this does not give us any practice with actually assessing student learning.
One suggestion that I would recommend is that you cover more classroom management strategies in the block classes. This is one area where
I and others that I have spoke to struggle the most during their first year. Teaching strategies are very important but having the classroom
management skills makes it much easier to teach.
One thing I feel very unprepared for is getting a job. With all of the classes we had to take not one focused on interviewing or how to apply for
jobs. When we got to the job fair very few of us knew about kyreap. The people representing the school districts felt like this was something we
should have already done. We were never told about it.
Overall, however, I am very grateful to WKU for the education that I received there!
Overall, I have felt very prepared for my first year of teaching. The only area I have struggled with is learning that I do not have to "reinvent the
wheel" for my lessons. I wish some of my assignments would have taught me how to find resources from books and things instead of making
my own worksheets, etc. I hope this helps!
Student teaching was the best experience to fully understand the profession. Methods courses were helpful for learning content, but I only
remember bits and pieces of information from year to year. More time should be spent in the classroom during Block courses.
teach more about assessments: how to communicate to parents, students, and also how to create a variety, and also I knew very little about
student self-assessments.
The teachers in the classes prior to student teaching need to provide the students with more information regarding the professsional growth
plan, the leadership and collaboration that is required during student teaching. When I was informed of these requirements I felt completely
unprepared to complete them. I also feel that students should be prepared for or at least notified of all the requirements that they will have to
meet while student teaching, because many of them are not addressed before student teaching orientation. This leaves the student feeling
overwhelmed and unprepared in an already intemidating situtation.
We spent more time doing Professional Growth Plans and Teacher Work Samples than the most important things such as learning how to
develop higher-order lesson plans. The focus in the Department of Education is on paperwork and reflections instead of how to be the best
possible teacher. I found many of the assignments I was made to do that counted as a great percentage of my grade were more busy work and
a waste of my time and effort.
we were not given encouragement to do anything that was not directly related to that specific class.
Elementary Education 0809 APR Page 9 of 11
WKU could have better prepared me for communicating student learning to parents. I am still fairly uncomfortable with how I will relate to
parents who are difficult to talk to when I have my own classroom. I was also not prepared for all of the different ways technology had to be
implemented in my KTIP lessons. I felt very comfortable with using technology myself in my lessons but not with integrating student use and
communicating learning to students and parents with technology.
WKU could have taught how to intergrate student use of technology. I had many opportunities to integrate it into instruction, but the students
didn't.
WKU doesn't prepare teachers for the real world experience in a classroom. There were so many student issues with IEP's, behavior problems,
how to teach gifted and special students, and WKU didn't prepare me for any of it. A lot of the teachers at the school I did my student teaching
at told me that WKU doesn't have a clue what it is really like.
WKU really needs to focus more on classroom management. There needs to be an ENTIRE class related to classroom management and it
needs to have REALISTIC ideas that WORK!
WKU should have shown studnets how to communicate student learning and progress to parents with technology as that was a HUGE part of
points lost on my KTIP observations during student teaching. I also worry that most of the information in the methods courses was not easily
carried over to the next methods course.
WKU's Elementary Education program prepared me in every area EXCEPT for classroom management. This is a vital aspect of teaching, and I
did not have any classes on classroom management!
2. Summarize the above results by Kentucky Teacher (Initial Programs) OR Program Standards
(Advanced Programs) AND other key Conceptual Framework values. Be sure to describe
what the results tell you about your candidates’ progress toward/proficiency on each
standard/CF value.
The data indicated that 94-99% of students enrolled in the ELED initial program demonstrated
proficiency on all 10 Kentucky Teacher Standards. ELED students met or exceeded the unitwide performance on 9 of the 10 standards. The data in Table 2 indicates a significant increase in
proficiency level percentages from 2007/2008 to 2008/2009. The single most significant increase
was in social studies (ELED 407), which soared to 59% in 2008-2009 from 16% in 2007-2008.
Other major increases includes Strategies 1 (ELED 365) which increased from 6% to 26%,
Diversity (ELED 355) which increased from 8% to 40%, and Math Methods (ELED 504) which
increased from 14% to 22% during the 2008/2009 year.
In Chart 2 and Table 9, Standards 1, 2, and 6 show the highest percentage of students “passing”
each Teacher Standard. It appears from Table 4 that 25 students scored below proficient on 3 or
more critical performances during 2008/2009 semesters. On Unit-wide Dispositions (Table 5),
98 to 100% of ELEM students demonstrate proficiency. By examining Table 10 and comparing
elementary education percentages with the unit, it is evident that the proficiency rate for Teacher
Standards is higher for elementary education candidates. According to Table 11, the pass rates on
the Overall Academic Content Area for PRAXIS rose from 92% to 96%, however, the Content
Knowledge portion slipped from 96% o 94%. No ELEM critical performance scores were lower
than Unit-wide scores. Standard 7 (reflection) is the lowest in two sets of data. This is surprising,
as students are required to reflect in all courses. Student teacher comments include more
experiences needed in technology, leadership, professional growth plan, and differentiation for
special needs students. The data supports a deficit in technology, which could be an important
point to note for future planning. Overall, indications are that faculty members are doing well in
teaching content within their respective courses and teaching students how to design and plan
instruction.
Elementary education majors continue high scores for their admission into the WKU
Professional Education Unit. Their ACT scores of 23 match the 2007/2008 academic year.
Elementary Education 0809 APR Page 10 of 11
Working with special needs students (91%) and diverse students (94%) continues to be
exceptional opportunities for WKU teacher candidates. It is apparent that students are becoming
actively involved with children in gifted and talented programs, special education, title I and
English Language Learners.
3. Summarize your efforts to report and disseminate your results (Unit/College-wide meetings,
department/program level meetings, written reports, presentations, etc.).
An ELED coordinator was appointed and program faculty members were involved in reviewing
the data. Each ELED faculty member examined the data and made suggestions as to how to
improve the program. Informal discussions were held among ELED members. Final results will
be shared with the School of Education and the college.
The School of Teacher Education faculty members meet on a regular basis each semester of the
academic year to review and analyze program area assessment results. Generally, the faculty is
responsible for examining data from within their respective classes, especially critical
performances, to complete a Unit Action Plan. The Unit Action Plan relates to NCATE
documents. All reports are usually reviewed by the elementary faculty before submitting to the
department head and other responsible parties within the college and university. Each year,
program assessment data is reviewed and evaluated for information which warrants program
changes and course modification.
4. Summarize key discussions and/or decisions made based on assessment results:
a. Describe any assessment or data collection changes you have made/will make based on
your assessment results.
1. Critical performances will need to be reviewed to ensure they are appropriate.
2. Collaborate with other faculty members to strengthen candidates contextual factors and
assessment plans. Leadership and collaboration need to be emphasized.
3. Discuss why critical performance proficiency level percentages have significantly
increased from 2007/2008.
4. Schedule a training session for all elementary faculty to help them determine
exemplary products.
5. Design a remedial course for students falling below the proficient level.
6. Address the issues and needs of student teachers with regards to working with special
needs students, gifted and talented students, and English Language learners.
b. Describe any program curriculum or experience changes you have made/will make based
on your assessment results.
1. An area of concern is the Praxis Content Knowledge pass rate. Program faculty will
meet to determine how to better prepare students for this test.
2. Additional math courses have been added to the ELED program to strengthen the
mathematics component of the test.
Elementary Education 0809 APR Page 11 of 11
3. Two classes show more students moving to a level 4 proficiency. There needs to be
consistency among faculty members about what a level 1, 2, 3, and 4 mean on critical
performances.
4. Students who score below a 2.5 on critical performances will not be allowed to student
teach. There needs to be a plan of action for these students.
c. Describe any decisions about group/individual student progress you have made/will make
based on your assessment results.
1. An increase on technology use, reflection and evaluation should be implemented in
each course.
2. Students will need more practice on differentiation in lesson plans.
3. Students will be encouraged to use library resources.
4. Students need to be surveyed regularly to determine issues and concerns they might
have in their course or field experiences.